mau buat RPP bahasa inggris tapi ga ngerti???? aku dulu juga gitu kok…. hingga akhirny aku nyoba. Sebenarnya ga susah kalo kita mau berusaha kan. Untuk itu nich aku ada contohnya ^^ lesson plan (RPP) ini tentang Revolusi Amerika. Semoga bisa menolong kalian ya….
A. School Identity
- Name of school : SMA Negeri 1 Rembang
- Subject : History
- Mayors : Social Science
- Class/ semester : XI/ 2
- Time allocation : 2×45 minutes
B. Standar of Competence
- Analyzing the history of the world from the 18th century until the 20th century
C. Basic Competence
- Differences in the France Revolution, American Revolution and Russian Revolution
- Explain the course of American Revolution
- Mention the cause of American Revolution
Students will be able to:
- Taxation of the American colonist by the British led to the revolution
- All eras have protest poetry or songs
- We can perform and analyze old literature
For this lesson, we will need text of the poem “Revolutionary Tea” (in attachment 1)
The Rainbow Paper
H. Learning Activities
- Ask the class to describe some cause and effect events in history. Explain that sometimes a chain of events begins with a small incident and develops into something that changes the world.
- Tell the class that the American Revolution is such a development and that they are going to put the links in that chain together.
- Divide the class into groups of four. Give each set of four students 16 or more slips of colored paper.
- Tell students they will participate in or analyze a performance of an 18th-century poem (actually, a song originally) and then discuss its meaning and craft. Make the following text (by anonymous authors) available to students as an overhead projection, as photocopies, or by another means.
- After reading through the text once for your class, decide if students need definitions for the following words and expressions:
- Give all group of students time to plan and rehearse an oral interpretation of “Revolutionary Tea.” Teach or review with these students the fundamentals of oral interpretation of literature.
- Line 8, pence: British money, roughly considered a penny in the United States but not a totally negligible amount in the 18th century
- Line 11, shan’t: old contraction for shall not, which in 21st-century English usually takes the form will not
- Line 14, quoth: old form for quoted or said
- Line 20, budget of tea: a quantity for a particular use
- Line 28, conveyed: transported
- Line 30, bouncing: lively
- Line 31, boiling: angry
- Line 34, ’tis: it is, it’s
- Line 34, when ’tis steeped quite enough: when the tea leaves have released sufficient flavor into the water
- The group might begin by individually reading the poem silently and then aloud.
- The group must think about and discuss the meaning of the poem as well as its craft: sound (repetition, alliteration, onomatopoeia, rhyme), language (word choice, imagery, figurative language), and form (stanza division).
- Based on initial thoughts about meaning and craft, the group must decide who will read which lines during the presentation. Will only one student read? Two in unison? All in unison? Will the students share the reading by stanza?
- During rehearsals, students should mark up the poem to indicate where to pause, where to place emphasis, where to change tone and pacing.
- Assure students that it is not unusual to make revisions in oral presentation during the rehearsal period.
- The oral presentation cannot just start. One of the students should write and speak an introduction. The student should try to catch the audience’s attention with the introduction and be clear where the introduction ends and where the poem itself begins.
- Advise students to stand when they read from their marked-up poems, to speak slowly and clearly enough for the audience to absorb the poem, and occasionally to make eye contact with the audience.
- After the group performs, begin a whole-class discussion of the poem. One way to begin is to teach or review with students the meaning of allegory . Allegory is a narrative in which the setting, characters, and events represent more than their apparent meanings. That is, you can understand an allegory on more than one level, and the indirect messages are generally more important than the obvious story. You can think of an allegory as a long and complex metaphor in prose, poetry or dramatic form.
- With a shared definition of allegory, students should be ready to tell you what each of the following terms stands for in the context of the Boston Tea Party:
- Proceed to make sure students realize the poem is biased: It is not simply a factual presentation of the two sides involved in the Boston Tea Party but, rather, takes the side of the rebelling colonists by making the “old lady” seem wealthy when, in fact, the British crown was experiencing financial problems. The anonymous writers also make the crown sound horrific (“She’d half whip her life away”) and the colonies sound innocent and witty (“bouncing girl”; “when ’tis steeped quite enough”)—oversimplified representations.
- Old lady; island queen (England)
- Her daughter; the bouncing girl (the colonies)
- Old lady’s pockets (the English treasury)
- Her servants (the monarch’s emissaries)
- Assign students the task of locating more poems/songs written by the rebelling colonists and of performing oral interpretations of their finds.
- Give all groups the homework to discuss (in attachment 2)
- Give the maxim to student ( in attachment) and Make notes about students’ ability to treat one another respectfully and participate but not monopolize.
- The Encyclopedia of Colonial and Revolutionary America
John Mack Faragher, editor, Da Capo Press, 1996
- A Nation of Minute Men” in The Americans: The Colonial Experience
Daniel J. Boorstin, Random House, 1958
Evaluate both the oral presentation and the class discussion.
Use the following three-point rubric:
Three points: expressive reading; lines intelligently divided among group members; voices significantly loud and clear
Two points: less-than-adequate expression in reading; lines well divided; voices adequately loud and clear
One point: inexpressive reading; inadequate division of lines; voices not loud and clear enough.
Rembang, 15 Mei 2012
Principal of SMA Negeri 1 Rembang
Drs. Setyo Purwoko
There was an old lady lived over the sea
And she was an island queen.
Her daughter lived off in a new country
With an ocean of water between.
5 The old lady’s pockets were full of gold
But never contented was she,
So she called on her daughter to pay her a tax
Of three pence a pound on her tea,
Of three pence a pound on her tea.
10 “Now, mother, dear mother,” the daughter replied,
“I shan’t do the thing you ax.
I’m willing to pay a fair price for the tea,
But never the three-penny tax.”
“You shall,” quoth the mother, and reddened with rage,
15 “For you’re my own daughter, you see,
And sure ’tis quite proper the daughter should pay
Her mother a tax on her tea,
Her mother a tax on her tea.”
And so the old lady her servant called up
20 And packed off a budget of tea;
And eager for three pence a pound, she put in
Enough for a large family.
She ordered her servant to bring home the tax,
Declaring her child should obey,
25 Or old as she was, and almost full grown,
She’d half whip her life away,
She’d half whip her life away.
The tea was conveyed to the daughter’s door,
All down by the ocean’s side,
30 And the bouncing girl poured out every pound
In the dark and boiling tide;
And then she called out to the island queen,
“Oh, mother, dear mother,” quoth she,
“Your tea you may have when ’tis steeped quite enough
35 But never a tax from me,
But never a tax from me.
- How do you think the actions of the British Parliament affected the colonists? What were the colonists’ responses to those actions? Who do you think was more justified in their actions, the colonists or Parliament? Support your answer with specific examples.
- Debate the decision of General Howe in ordering the British Army to march to Concord to seize munitions. What other choices could General Howe have made?
- Analyze what effects the Boston Massacre had on the people of the colonies. Explain how this could have contributed to cause the American Revolution.
- Compare and contrast British soldiers and colonial soldiers. Discuss to what extent their differences or similarities might have had an impact on the outcome of the war.
- Analyze why some colonists remained loyal to the king while others rebelled against him.
- Debate the Continental Congress’ choice for commander of the army. Based upon his military record, was he the best person for the job
Lesson Plan about American Revolution pdf